The role of instruction in learning to read: Preventing reading failure in at-risk children.

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Key Points

This research aims to identify effective reading instruction methods for at-risk children to prevent reading failure.
Participated in three types of reading programs: direct code, embedded code, and implicit code.
Sample size included 28 first and second graders receiving Title I services.
Analyzed word reading, word recognition, reading comprehension, spelling achievement, and vocabulary growth.
Children in the direct code group showed faster improvement in word reading and higher word-recognition skills compared to implicit code group.
Group differences in reading comprehension aligned with those in word recognition but were less pronounced.
No significant differences were found in spelling achievement or vocabulary growth among the groups.

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Examines the impact of different reading programs on outcomes in at-risk children, suggesting explicit instruction is beneficial.

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Foorman et al. (1998) studied this question.

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